Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach

William Swart,Ken Macleod

doi:10.3390/educsci11060292

Abstract

Problem-based learning is the latest name for a teaching philosophy that is as old as Ancient Greece. Whether you call it Socratic Inquiry, case-based teaching, problem-based learning, interactive group learning, or “flipped” learning, the essential concept is to encourage the student to collaborate in applying their gained knowledge to solve a problem. As traditional lecture-based teaching has been challenged, the design of classrooms has been called into question. A flat or tiered room is not seen as an ideal setting for collaborative work. In our own College of Business, several traditional classrooms were converted to problem-based learning classrooms at considerable expense. This paper evaluates, using measures based on Michael G. Moore’s theory of transactional distance, whether moving flipped classes into these high-tech classrooms improves the collaborative learning experience. Transactional distance can be defined as the barriers that exist to a student’s engagement with their learning experience. These barriers arise due to the interaction between students and the teacher, other students, the subject matter content, and instructional technology being used. Our results suggest that, from a student engagement and outcome standpoint, the investment in costly high-tech classrooms is not warranted—a welcome result in times when university budgets are stretched to the limit.

Highlights

IntroductionWe can make requests if we have enough seniority, but even there are no guarantees
To make sense of this data, we have copied the measurements on the transactional distance between student and student (TDSS), transactional distance between student and teacher (TDST), and satisfaction axes, showing the actual transactional distance scores, from the radar graph Educ
We found no evidence beyond this research that anyone has made such a decision based on data that proves that the investment in such classrooms can be justified in terms of improving student engagement or outcomes

Summary

Introduction

We can make requests if we have enough seniority, but even there are no guarantees. We all want to get through to our students, and we all want the best environment for doing so. That environment was the porch of a Greek market where the Stoics met. A one-room schoolhouse gave most students all the education they would receive, while higher education evolved from students gathering in their professor’s office to listen and talk with them. When the office could no longer accommodate the increased number of students, classrooms were built, giving students a place to sit, listen, and take notes.

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Conclusion